Cognitive Development In Childhood Development

Introduction:

Children often acquire specific skills within predictable age ranges when they are growing up. These are often referred as developmental milestones. Typical development has divided into five areas which are cognitive, communication, physical, self-help or adaptive, and social or emotional.

In this assignment, we have given a chance to choose of the typical development, which are emotional or cognitive. So here, our group was choosing cognitive. We are going to discuss more about cognitive in typical development.

As we know, cognitive development refers to the way of how they (children) think or it can be called as thinking skills. Thinking skills refers to how they (children) learn, their understanding about something, how they solve their problem, how they memorize things, their attending and reasoning. Its all are under their thinking skills. Developmental specialists usually look at how children apply learned concepts to everyday situation.

Children develop their cognitive skills by learning about causes and effects in everyday activities and the similarities and differences in things around them. We conclude that thinking skills help make all experiences more meaningful to children.

So we were choosing skills developing of children between 3 to 6 years old. At these ages, children engage in fantasy play. They also can correctly names some colour. They can understand the concept of counting and knows a few numbers. They listen to and can recall parts of a story.

Other than that, children between these ages can draw a face. They are better in understanding the concept of time. They also can name some letters...

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...bal rehearsal as a memory strategy clearly increases with age. Although even young children can use rehearsal as a strategy if instructed to do so, they fail typically to generalize the strategy to new tasks. Research suggests that this failure probably results not so much from a mediation deficiency or a utilization deficiency as from a production deficiency which may in turn spring from an interaction between the costs and benefits of using a particular strategy. As children become more adept at strategy use, costs decrease and benefits increase.

Semantic organization is another strategy that improves with age in which children use categorization and hierarchical relationships to process and store information. As is the case with rehearsal, young children can successfully get to use this strategy if instructed to do using Vygotskian sense. It can even help them.